For continued support of the Senior Career Success Manager who will lead the expansion of their Career Pathways Program to serve 75 college students. Through this program, college students are matched one-to-one with working professionals, ideally within students’ fields of interest, who will provide career guidance, help increase students’ professional skills, and provide enhanced access to professional networks to support the students’ career explorations and job/internship searches. For each of the six Career Pathways cohorts, the Senior Career Success Manager will facilitate weekly virtual sessions, alternating between group activities and guided one-to-one activities for mentoring matches to complete together. This staff person will also lead student recruitment, and collaborate with organizational partners to recruit and onboard their respective employee volunteers as college student mentors. The Senior Career Success Manager will additionally develop and refine the program’s curriculum, and assist the College Success Manager in providing college persistence and career access support for up to 150 third-, fourth-, and fifth-year college students.

To support a Coach who will guide Professional Learning Cohorts for leaders and educators across the City as they expand their partnership with the New York City Office of Special Education. Cohort members will engage in job-embedded professional development designed to build mindsets and practices that ensure all students can access and engage in grade-level learning. The diversity of learning needs in a single classroom is more complex than ever before. Record numbers of students are in critical need of classroom conditions that can accelerate learning. However, educators are underprepared to address the variety of learning needs they face each day. Blue Engine will address this critical education workforce challenge by providing New York City educators with professional learning and development to empower them to meet the needs of all learners.

For continued support of an Academic and Tutoring Coordinator who oversees the Club’s efforts to address the substantial learning gaps and daily academic challenges impacting their Club members. This position supports their ongoing efforts to create consistent access to academic supports and to provide the individualized attention that their Club kids require to get back on track academically. After school programming provides for regular homework help while small group tutoring after school with a Lead Teacher provides additional academic support for those who need it most. Saturday Tutoring provides age-specific, bilingual tutoring at the 2 Clubhouses by licensed tutors. These combine to create a foundational pathway to academic success to some 250 youth per week at 2 locations in Paterson and Passaic, two of New Jersey’s most socio-economically challenged communities. The Club provides boys and girls with youth development programming at their 2 Club units and several school sites in Paterson and Passaic, New Jersey.

For support of a Director of Educational Services, who will provide programs and services for middle school and high school Club members, as well as Club Alumni, focusing specifically on college readiness and preparation programming within their core program areas of Leadership, Service, and Education. Utilizing the Boys & Girls Clubs of America’s extensive menu of programming, including Diplomas to Degrees, combined with modeling best practices from the field, BGCUC will work to ensure that their members have access to a thorough college preparation program. Their education programs are designed to better ensure that all Club members will graduate from high school on time, ready for both a post-secondary education and a 21st-Century career. BGCUC is the largest facility-based, professionally-staffed youth development organization within Union County, annually serving over 4,000 boys and girls aged 5 to 18 who come from disadvantaged economic, social, and family environments.

To help support critical Planning Grant activities that CQA must undertake during the upcoming year for the opening of their CQA II Elementary School in the fall of 2024. During the first year of operations in 2024, CQA II will serve a total of approximately 200 scholars in grades K and 1 who will be enrolled by lottery, thereafter adding one grade per year (100 scholars per grade). This mirrors the successful strategy that CQA had used to open CQA I Elementary School, which has yielded outstanding outcomes. Some of the key activities related to the upcoming planning year include: securing and preparing a new facility; recruiting and hiring staff; training the Elementary School Principal; and recruiting and enrolling new students. While they focus on opening CQA II, they will also complete the expansion of CQA I Elementary School with the addition of grade 4 during the grant period. CQA’s mission is to prepare students for eventual success in college, the workforce, and the community through a school that integrates literacy, high standards-based academics, and culturally-responsive supportive services.

For staffing within their Academics team which will oversee the implementation and rollout of their expanded Literacy Acceleration Program to support approximately 250 to 300 scholars in grades 6-12 requiring additional literacy development assistance. When scholars are not on grade level in terms of literacy skills, it is increasingly difficult for them to participate in a classroom environment, and it puts them at risk of falling further behind. The tailored literacy interventions will bridge educational gaps exacerbated by the pandemic, enhancing the educational experiences for these scholars by improving their literacy skills and academic outcomes. By ensuring their scholars have the needed literacy skills, they are setting them up to succeed academically in their current year and as they matriculate to college and move to the workforce. CIP is a rigorous college-preparatory charter school located in Brooklyn’s Coney Island community that serves over 1,000 students in grades K-12.

To help support staffing for the launch of two new STEM labs for grade K-12 youths, both located within under-served public housing sites. One new lab will be located in their newly renovated Community Center located at 80 Pitt Street in Manhattan, and the other new lab will be sited within one of their longest-standing Brooklyn hubs, the Bushwick-Hylan Community Center. Together, these labs will increase tech equity for youths from these low-income communities, bringing high-quality, inquiry-led STEM education to an estimated 215 youths each year. Grand Street Settlement provides comprehensive educational programs and social services to over 15,000 people of all ages residing in high-need neighborhoods on the Lower East Side of Manhattan, and in Brooklyn’s Williamsburg and Bushwick neighborhoods.

For continued support of the Chief Academic Officer (“CAO”), responsible for the effective development, implementation, and execution of their instructional vision to better ensure grade K-12 students’ academic growth and achievement. During the second year, the CAO will continue to lead the K-12 instructional vision for all KIPP NYC schools, including the execution of regional curriculum and instructional initiatives with the support of senior leadership. The CAO will oversee: their Student Support Services team (which supports social-emotional learning, special education and remediation and intervention services); their Teaching and Learning team; and their Data Collection and Assessment Team. Additionally, the CAO will collaborate with the KIPP NYC Senior Leadership team (including the Chief Schools Officer and the Chief Equity Officer), to lead improved holistic student growth and achievement. KIPP NYC is part of a national network of exemplary college-preparatory public charter schools that prepare students in underserved communities for heightened success in college and in life.

To support the KIPP Forward Achievement Director who will develop and manage their College and Career Readiness curriculum and assessment project with the goal of improving long-term outcomes for students. The individual will be responsible for increasing the instructional leadership capacity of school-based leaders by deepening everyone’s College and Career Readiness subject matter expertise and modeling and coaching the instructional power moves. The overarching goal is to build a best-in-class College and Career Readiness course and assessment sequence in all of their high schools to drive higher levels of student engagement in: gaining critical self-assessment knowledge; identifying potential career aspirations; improving SAT/ACT scores; and increasing opportunities for pre-college summer programming in order to increase student success in choosing and succeeding on their post-secondary path. KIPP Team and Family Schools, part of the national network of KIPP Charter Schools, operates a network of K-12 schools in Newark and Camden, NJ that serves low-income, minority students.

For renewed support of their Strengthening Nonprofits Engaged in College Readiness and Career Pathways project. Through this project, LANY staff and pro bono attorneys will provide legal assistance to strengthen the programs, finances, and operations of numerous NYC nonprofit organizations that are at the forefront of college access and career pathways initiatives. LANY seeks to assist some 65 to 70 nonprofit groups offering multiple types of services: direct legal representation; brief consultations; pro bono clinics; webinars; legal alerts; and other educational programs. With timely and expert legal help, nonprofits will better be able to carry forth their respective missions, in compliance with the law, and improve the lives, opportunities, and outcomes of youth and young adults. LANY is the leading provider of business and transactional legal services to nonprofit organizations that are improving the quality of life within low-income communities throughout NYC.

To support a pilot program aimed at improving equitable enrollment in the City University of New York College Now Program, in particular disproportionately low enrollment rates for Black and Latinx males, students with disabilities, and multilingual learners. This pilot will develop and roll out new features in the Portal (their unique tool for school management), which already has data-sharing capabilities and agreements with CUNY and New York City public high schools that will both centralize and streamline the enrollment process in CUNY College Now, a dual enrollment program that enables students to earn college credit for rigorous courses taken while still in high school. By easing the process of enrollment and providing a way for schools to proactively reach out to eligible students to encourage and support the enrollment process, this new initiative will give more students a successful start towards obtaining a college degree. New Visions for Public Schools serves as a laboratory of innovation within NYC’s public-school reform efforts, creating and refining helpful new approaches to systemic challenges.

To help support three Oasis After School Academy positions – the Reading Specialist, the Math Specialist, and the English as a Second Language Teacher — to provide targeted instruction to students who are struggling to achieve grade level within these subject areas. The After-School Academy offers 130 children academic and socio-emotional interventions every weekday, from 3:30 to 6:00 p.m., over 40 weeks, from September through mid-June, serving children from kindergarten through seventh grade. Children who need individualized attention in language arts or math are pulled out of class to work in small groups with the Oasis Math or Reading Specialists. They plan to hire an English as a Second Language Teacher to better meet the needs of the growing number of incoming students who are English Language Learners. Located in Paterson, NJ, Oasis offers a holistic pathway out of poverty through numerous educational and vocational training programs. It assists women to enter and better succeed in the workforce, and it helps children to better flourish academically, and stay in school.

For continued support of the Assistant Director of Training and Academic Advising for SEO High School Scholars responsible for designing, organizing, and delivering a wide range of curricula to support the success and long-term development of SEO Program Managers, the frontline advisors to their high school students. This role supports, strengthens and builds the skills and expertise of the Program Managers, ultimately enhancing the Scholars’ experiences, program persistence, and results. Through classroom and virtual facilitations, coaching relationships, in-programming workshops, and the development of training resources, this staff position serves as a “bridge” that unites team members around the U.S., and advocates for SEO’s Program Managers. SEO works to create a more equitable society by closing the academic and career opportunity gaps for motivated young people living in underserved and/or underrepresented communities.

To support the Managing Director of Outreach, Partnerships, and Alliances responsible for developing partnerships and strategies that will better ensure that TFA is moving systemic change forward with community, local school, and graduate school partners, as well as with elected and appointed officials — all in service of supporting students to better achieve academic success. This position will: serve as the regional point of contact to drive student outcomes through corps member programming; drive community partnerships in service of their goals in Newark; and develop a robust process for hiring corps members into high-need positions at school partners across Newark. Through networking, community engagement, coalition- building and relationship-building, the Managing Director will connect their programmatic work to the priorities of the community, fostering new partnerships that can produce enhanced relationships and new, improved academic undertakings.

For support of the Vice President of Regional Impact who oversees the entire scope of corps member programming for the New York region, helping to better ensure that teachers deliver meaningful outcomes for students, while also developing their own leadership skills and vision for systemic change. Working in close collaboration with the TFA Tri-State (NY, NJ and CT) Support Hub, this Regional Impact staff member will help to ensure that all of their 300+ NYC corps members are having an impact with students, driving towards their NY 2030 goal to double 8th grade math outcomes in 5 districts, and have the local context that is required to sustain teachers in their positions. The Vice President of Regional Impact will: serve as the regional point of contact to drive student outcomes through corps member programming; build upon New York’s process for hiring corps members into high-need, hard-to-fill positions across NYC school partners; and drive programming for local NY corps members that will supplement their coaching support that is aligned to local context.

To support the implementation of Math Matters, a comprehensive teacher professional development model designed to improve mathematics instruction in grades 6-8, in four additional schools. The Math Matters program enhances math instruction in schools through learning acceleration, which has been proven to be more effective than remediation when addressing unfinished learning. Their Coaches partner with educators to ensure that they have the support they need to provide their students with rigorous, grade-level instruction, catching them up to pre-pandemic learning levels and beyond. Ultimately, their Math Matters program puts students back on track in elementary and middle-school mathematics, so that the City’s most vulnerable students will be ready for high school and beyond. Teaching Matters works to increase teacher effectiveness, one of the most critical factors regarding student success, by transforming how educators work together at urban public schools, helping the most effective teachers to develop the necessary skills by which to then lead their peers and drive school-wide improvement.

For the Success Program Director (PD) who will be leading the implementation and refinement of their new Pathways Advising pilot in their Success Program which supports college students. It is designed to meet students where they are, understanding that advising during each year in college should look different, address year-specific needs, and have a different short-term focus in mind. The pilot will improve their overall model by: increasing student engagement and advisor satisfaction and efficiency; improving outcomes; and allowing for consistent and equitable student experiences. The PD manages the quality of Success programming to better ensure it is delivered in a consistent manner and obtains high-impact results, and enables all Success staff to work together to accomplish the goals of the program. Bottom Line helps low-income and first-generation students apply to college, succeed at college, and find financial assistance to meet the costs of higher education through its College Access and College Success programs.

To support the Manager of Student Enrollment and Public School Partnerships who will lead efforts to increase student enrollment in anticipation of growing GO’s capacity and deepening its community engagement level over the next two years. This Manager will be responsible for driving strong and continuous student and family enrollment within GO’s three program areas: GO Summer; GO School; and GO Families; and also manage GO’s orientation and student engagement initiatives throughout each program year. Support of this position will help The GO Project to move forward with its five-year strategic plan to increase its capacity by 25% in Manhattan and Brooklyn, growing their total student enrollment to 750 in 2024, and to 800 by 2025. The GO Project seeks to boost academic achievement and promote healthy social and emotional development in children and families by providing year-round educational and family support services to academically struggling public school children in grades K-8 in Lower Manhattan and Brooklyn.

To support the Project Manager for the rollout of their new CRM platform, Overgrad, who will oversee all phases of developing and implementing this effort to better support their alumni endeavoring to obtain their college degrees. Overgrad, a tool to help them keep track of their alumni, will enable them to better target and support their most vulnerable alumni. At present, their Alumni Coaches are only able to help alumni who reach out to ask for support. Overgrad will enhance their data management so that they can intervene and provide critical support at the times where their alumni may be at risk of stopping out or dropping out due to financial, social, or personal reasons. They will be also be able to better collect predictive data so that they can anticipate students who may need support in the coming months. Uncommon Schools is a nonprofit that starts and manages outstanding urban public schools that close achievement gaps, prepares low-income students to get to and through college, and helps alumni to launch meaningful careers.

For support of the Mental Health First Aid (MHFA) Learning Coordinator who will facilitate the implementation and integration of evidence-based practices to effectively serve individuals living with mental illness, and manage crisis situations throughout their programs. This role will facilitate MHFA trainings; execute trainings on Crisis Prevention and Intervention and other crisis management approaches as needed; and connect MHFA concepts with other key practices and BRC core values, such as trauma informed care, person-centered care, Motivational Interviewing, harm reduction, and strengths-based perspectives. The Learning Coordinator will work with program leadership and staff to support competency and ensure integration of these evidence-based practices into all of the work that they do. Over the long-term, they anticipate that this effort will improve the quality of services provided by BRC, reduce the number of client incidents at BRC programs, and improve employee retention. BRC is a leading provider of housing and services to New York City’s neediest, helping nearly 13,000 individuals each year to develop the necessary tools to move from homelessness and hopelessness to health and self-sufficiency.

To support a Social Worker/Clinical Supervisor who will provide specialized child/youth mental health services for students, parents, and staff involved in their after-school programming. This new hire will be part of their After School Mental Health Team, created in response to the devastating impact of pandemic-related trauma and loss among the youth that they serve, and the resulting higher incidences of mental health challenges that they continue to observe among youth in their after-school programming. They recognized the need to add on-site clinical support to provide appropriate interventions in their after-school programming, while also lessening the burden upon struggling families to find (and afford) help elsewhere. They also seek to support and empower their education staff, who need additional tools to handle these issues. Brooklyn Community Services, one of Brooklyn’s oldest and largest social services providers, focuses on low-income areas and communities of color through 50 programs and 28 locations across Brooklyn.

To support the first-year training of an Advanced Practical Nurse (APN) as s/he is specially trained and educated in Developmental Behavioral Pediatrics (DBP). CSH is the only facility in the country with a DBP Program which evaluates and addresses mental health concerns and issues for youth. Currently, children are waiting an average of 12 months for a DBP evaluation due to a shortage of healthcare providers within this area of specialty. Through training and educating APNs in the diagnosis and management of various developmental conditions, they can innovatively treat many more children annually and decrease the wait time which averages 12 months for an evaluation. Each APN trainee is contracted with CSH for 3 years to ensure that their training and education will have a significant impact on the care of CSH patients. Upon completion, the APN will be able to identify and treat disorders of behavior and development throughout childhood and adolescence, as well as work collaboratively with the healthcare team to meet the comprehensive needs of their DBP patients.

To support a new School Clinical Manager for the Clinics in Schools (CIS) Program to increase the number of students served by behavioral health programming. The CIS Program provides on-site therapeutic services to public school students with unmet behavioral health needs attending 16 NYC public elementary, middle and high schools, and provides extended summer support for recently graduated seniors. This unique program brings clinicians directly to children in schools so as to better ensure that any behavioral and emotional difficulties will not needlessly keep them from thriving. Northside created this position to provide mental health support to an additional 25 students in the Bronx and Harlem, expanding their program from 488 CIS students to at least 513 CIS students. Northside provides NYC’s Black and Latinx youth and families who are at high risk for mental health issues with much-needed psychological, behavioral, social work, and educational resources to better support these youths from birth through high school, and beyond.

To support the expansion of the Safe Horizon Counseling Center’s (“SHCC”) short-term trauma intervention efforts by training their Intake Team to share their learnings and replicate their intervention strategies within their 8 domestic violence shelters. In the past year, their SHCC Vice President of Mental Health has trained their Intake Team to provide callers to the SHCC with short-term mental health interventions. This project has equipped their Intake Team to help survivors recognize trauma reactions, provide coping strategies, and further emotional support – all in the one-on-one moment when survivors call them for help. They hope to fine-tune these trainings, equip additional trainers, and create a fully replicable model for their domestic violence shelters, with potential rollouts across other Safe Horizon programs and beyond. Safe Horizon is the nation’s leading victim services provider, serving some 250,000 persons annually via a wide range of programs and a network of over 150 program locations across NYC.

Other & Advisory Board Designated Grants

The Cummings Fund annually makes additional grants to other organizations as well as to qualified charities to which the Advisory Board Members requested the Fund to make a donation.

For the Participant Success Manager (“PSM”) Team Leader, a licensed social worker who, in addition to providing clinical case management and tailored mentorship for their legal system-involved youth, assists other PSMs with program coordination, support, and guidance. By employing a team of licensed social workers, GOSO addresses the multiple issues that often prevent participants from reaching the goals necessary by which to break the generational barriers that result in legal-system involvement, low education levels, and lack of employment. PSMs are central to providing the supportive care that participants need to pursue their educational and employment goals. GOSO is dedicated to drastically reducing recidivism and further involvements with the criminal justice system by young people aged 16 to 24 through supportive counseling, education, vocational training, and employment services.

For continued support of the Vice President of Compliance, Risk Management, and Government Contracts who helps to ensure that GSS achieves its goal of creating a culture of compliance- and performance-driven improvement, while decreasing risk to the agency. The Vice President oversees all aspects of contract development and management of their government funders to better ensure that deliverables are achieved and reported upon in a timely manner, and that GSS staff are fully supported in the initial and ongoing implementations of their numerous government-funded initiatives. The Vice President helps to ensure that GSS adheres to all government reporting and compliance measures, and that the agency has an actionable plan in place to respond to critical incidents in a way that is equitable to everyone involved. Good Shepherd Services is a leading multi-service agency with more than 90 programs that annually serve over 33,000 NYC youth and families, building upon their clients’ respective strengths so as to help them to gain the key skills yet required for greater success.

For continued support of the Family Success Initiative Director who supervises a team of Family Coaches, facilitates weekly emotional support groups (called “Network” groups), and provides therapeutic support for Parent Advocates who have themselves once had first-hand life experiences within the child welfare system. This support helps the Advocates to better maintain their professional boundaries and composure while they, in turn, support families with household circumstances oftentimes quite similar to their own experiences. The NYC Administration for Children’s Services (ACS) has scaled an approach based upon the Family Success Initiative that provides a Parent Advocate across every foster care supervisory unit within NYC. Because of their personally-lived ACS experiences, the Advocates can be sometimes be triggered emotionally while aiding their clients. Graham believes that the type of therapeutic support that the Family Success Initiative Director provides to the Advocates is essential to the success of the model NYC-wide, and hopes to demonstrate that through this effort. Graham’s overall mission is to ensure that every child whom they serve has a strong, loving, permanent family, and the opportunities and preparation to succeed in school and life.

To support a new People Operations Manager for Training, Development, and Retention who will develop and implement targeted strategies that will help them to further strengthen their staff training and retention efforts. This individual will: manage and monitor the agency’s performance standards; analyze performance data; evaluate employee performance; conduct statistical performance analysis; and participate in the development of training materials as well as hiring standards. The People Operations Manager will work with staff leadership across the agency to develop, manage, and support enhanced training, retention, and career development efforts, offering customized departmental and individual training programs to equip staff with the skills and tools to succeed at their current jobs and further their long-term career at the agency. Hudson Guild is a settlement house that provides comprehensive programs and services to families in the Chelsea neighborhood and on the West Side of Manhattan, many of whom reside in public housing.

For support of the Senior Teen Campus Leader who manages their comprehensive youth development programs for teens aged 14-18, and their college and career readiness programs for young adults aged 18-23. These teen programs run daily after school and during the summer, meeting their specific needs, focusing on skill and workforce development, building social and emotional intelligence, and learning to lead healthy, fulfilling lives. Their Teen Campus is a dynamic environment designed to empower and guide teens through their formative years. After a successful pilot of the Madison Leadership Corps last year, a program born from their rich tradition of youth leadership development, they now plan to make it available at all of their Teen Campuses in Brooklyn, Manhattan and the Bronx. The Madison Leadership Corps takes their “commitment to teens” to the next level, equipping a dedicated group of teens with practical leadership tools, enabling them to develop hands-on expertise in critical areas such as discovering their authentic youth voice, learning civic values, and fostering community engagement and empowerment.

For continued support of the Family Support Coordinator who provides case management and facilitates holistic supports for low-income families residing in the Jamaica, Queens area so as to more comprehensively address their needs. They have been able to help families facing complex and interconnected challenges to work through their immediate crises and stabilize their lives while working towards improved physical health, mental health, and economic growth. This Coordinator position aligns with their settlement house values and approach, and is an integral component of their work in the highest-need neighborhoods that they serve, including Jamaica, Queens. QCH is a multi-site, community-based settlement house serving low-income families in neighborhoods across the Borough of Queens.

For continued support of their Director of Development and Communications who leads their fundraising team and helps to build their capacity to sustain and advance their organization’s efforts to better serve the youths and families of the South Bronx. The Director will play a key role in the development of sustained fundraising efforts including individual donors, major donors, and special events. The Director will also be responsible for their communications and marketing efforts, and support their Board leadership in further expanding and diversifying their Board. All of these components will help them to better sustain their community center and general operations, and thus better serve the youth and families of the South Bronx. New Settlement provides educational and community service programs for children and families residing in the Southwest Bronx.

To support a Workforce Partnership Coordinator who will be responsible for the cultivation, stewardship, and systemization of key partnerships with workforce partners who can offer their students skills training, paid internships, and employment. The Coordinator will identify workforce training programs tailored to Eagle Academy students’ interests and needs, develop comprehensive program plans, and facilitate student placements into internship, training, apprenticeship, and job opportunities. By monitoring participants’ progress and providing ongoing support across all 6 Eagle Academies, the Coordinator will better ensure seamless transitions into the workforce for their graduates. EAF supports a network of 6 all-male, grades 6 through 12 college-preparatory public schools that are strategically located within challenged urban communities in New York City and Newark, NJ which collectively educate and mentor 5,000 young men, the majority of whom are Black or Latino.

To support the new Chief of Staff who will handle special projects, including data management and Board Meeting coordination, and liaise with the various Board committees working to achieve their strategic plan’s goals and objectives. As the Development Department has previously been tasked with many of these responsibilities, this position will free up that team to focus on a special fundraising campaign as HOPE will soon celebrate its 40th Anniversary. The Chief of Staff will support the Executive Director with effective decision-making, project management, and the execution of strategic organizational and programmatic initiatives at HOPE. This role provides the organizational and communication channel framework for the leadership team, employees, and other external partners to implement HOPE’s strategic vision. HOPE empowers New Yorkers to build more sustainable futures through comprehensive training, jobs, advancement, and lifelong career support and ensure the agency’s structural strength and growth.